3. Please read pp. 4 & 5 in the
NAIS document you received
in your email.
In a group of 3 or 4, please
discuss the article and
answer the last question on
page 5.
Name your group, and post
your answer here:
http://www.todaysmeet.com/
Don’t click yet!
7. Core Subjects and 21st Century Themes
English, reading or language arts; world
languages; arts; mathematics; economics;
science; geography; history; and
government and civics, in addition to global
awareness; financial, economic, business
and entrepreneurial literacy; civic literacy;
health literacy; and environmental literacy.
Learning and Innovation Skills creativity and
innovation; critical thinking and problem
solving; and communication and
collaboration.
Information, Media and Technology Skills
information literacy; media literacy; and
information, communications and
technology literacy.
Life and Career Skills require flexibility and
adaptability; initiative and self-direction;
social and cross-cultural skills; productivity
and accountability; and leadership and
responsibility.
9. How did this project
differ from
traditional teaching
and learning? What
were the observable
differences?
Put your responses
here:
http://bit.ly/Q1tZ1G
Which skills did
students practice?
Put your responses
here:
http://bit.ly/NDFDSo
10. Student-centered and inquiry approach Teacher-directed and coverage-approach
Student voice and choice Teacher selection and direction
All students participate Some students participate
Questions and concepts Required topics and isolated facts
Collaborative work Solitary/independent work
Critical and analytical thinking Memorization
Authentic investigations and tasks in
meaningful contexts Out-of-context learning
Additional components on http://bit.ly/RJwg6h
12. #1: Find the most relevant, interesting content
to incorporate in to your classes. [Involve
students as appropriate.]
#2: Filter the content and select the best
resources.
#3: Add your own perspective and contextualize
the content.**
#4: Arrange the content in a manner that makes
a point.**
Used with permission, Corinne Weisgerber, 8.11.2012.
13. #5: Create the end product.**
#6: Share your work.
#7: Involve students in a conversation around
the curated content.**
#8: Track and assess the curated content.**
Used with permission, Corinne Weisgerber, 8.11.2012.
A majority of those of you who completed the survey I sent out asking your preferences for technology topics indicated that you were interested in exploring ideas to foster a student-centered classroom. Even if you did not check this option, you other popular topics you selected were
Using wikis, blogs, and google tools in the curriculum and supporting or supplanting the textbook by curating digital content. What I have done is to combing all of these topics and will offer some ideas for you to consider as you begin to use the 80 minute period for projects and also how you can make small or grand changes to your pedagogy to give students more agency in their learning. It isn’t necessarily about the technology but maintaining academic rigor while creating a more student-centered classroom.
Traditional literacy, research skills, technical skills, and critical analysis
Referred to in various literature as “twenty-first century skills, student-centered learning, college and career readiness,, 21st century skills include “both cognitive and non-cognitive skills—such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence and learning to learn—that can be demonstrated within core academic content areas that are important to success in education, work, and other areas of adult responsibility
There is emerging evidence that the new media ecology may foster these
Dewey, Bruner, Piaget, Montesorri, Vygotsky, brought in Social constructivism” emphasizing how meanings and understandings grow out of social encounters
Not just a list of skills as we saw above, but also actions and behaviors that occur while practicing skills.
These tools and resources support teaching and learning in a student-centered environment. We will have time to work with the tools of your choice, but before we do that I want to talk a little bit about content curation as some of you may be moving away from a textbook or just want to support the textbook.
#3: Ask, “How does this fit into our discussion of X?”
#4: This step involves decisions such as which piece to lead with, how to order the chosen pieces, and how to use juxtaposition for maximum effect.
#5: This is where the job of the curator actually becomes visible. There are plenty of technologies designed to help you curate such as wikis dropbox or evernote.
#7: Provide a space (such as a blogs or in-class discussion using participative tools) for the conversation to take place, participate yourself, and invite students, colleagues and professionals to contribute.
#8 As educators, we need to know how successful we were at getting our students to engage with the content. The number of shares and quality of comments around our content help us assess engagement.
